TEXTBOOK EVALUATION

AN ANALYSIS OF LISTENING IN Q2: SKILLS FOR SUCCESS

LISTENING AND SPEAKING FOR ENGLISH-MAJOR FRESHMEN
AT HUFI

Nguyen Giang Huong

Ho Chi Minh City University of Food Industry
Email: [email protected]

ABSTRACT

searching for books, our faculty decided to choose the textbook Q2: Skills for success Listening
and Speaking. However, we recognize that the repeated listening tasks from the book easily make
learners feel bored and have no motivation in learning listening. Therefore, this paper attempts to
evaluate the presentation and the effectiveness of listening skill in Q2: Skills for success
Listening and Speaking textbook (Snow & Zwier, 2011) for first year students of English major
at Ho Chi Minh University of Food Industry. The textbooks were evaluated by using evaluation
criteria and textbook evaluation checklist by Cunningsworth (1995). The purpose of this study is
to find out the good points and limitations of textbook, since then evaluate the effectiveness of
the textbook and make appropriate judgment if necessary.
Key words: textbook evaluation, evaluation criteria listening, good points, limitations

1 INTRODUCTION
In ESL classroom, materials play an important part. Graves (2000) said that the textbook is used
as a standard source of information for formal study of a subject and as an instrument for
teaching and learning. For students it provides security, and for teachers it provides syllabus for
the course and a basis for assessing. Moreover, a textbook provides a set of activities, visual aids
to save teacher time in finding and developing materials. For this reason, choosing a good and
appropriate textbook for most students is a very important decision that must be made. Besides
the textbook, a learner is a key factor contributing to the success of the lesson. Although the
textbook is well organized, is good on pictures and presentation, the low background knowledge
of learners on vocabulary, grammar, skills might lead the learning and teaching to become
meaningless. At HUFI, the majority of students come from different parts of Vietnam, so their
English levels are not the same in one class. Some can understand and follow the directions from
l issue.
Q2: Skills for success Listening and Speaking is used as the main textbook for first-year English-
major course at HUFI English-major course. As the title of the textbook said, there is a
combination of listening and speaking skill in each unit. However, this paper just mentions the

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Listening skill. The textbook contains 10 units. Each unit in the textbook includes two listening
texts which are called listening 1 and listening 2. Listening 1 is a long conversation but listening
2 is usually a monologue. Before listening, students go through the warm up, vocabulary
preview, then listen for main ideas and listen for details in each lesson of listening. After each
listening lesson there are group discussion questions.
At HUFI the textbook Q2: Skills for success Listening and Speaking (Snow & Zwier, 2011) is
being conducted to first year students majoring in English and this has been the third year since
this textbook was used. There has been a lot of researcher mentioning the textbook evaluation so
far; however, evaluating the textbook strengths and limitations to fit students in HUFI has never
been made before.
Therefore, the purpose of this paper is that the author to focuses on evaluating its listening part
through 3 years teaching and learning to find out what are the strengths and weaknesses in
listening section of the current textbook. The evaluation results can enhance the effectiveness of
using the textbook by helping teachers to understand what areas of the textbook need or to what
extent adaptation of other new teaching materials is necessary.

2 LITERATURE REVIEW

2.1 The Role of Textbook

In today's classrooms, textbooks serve as tool and tutor and guidebook. Teachers throughout the
world use texts to guide their instruction, so textbooks greatly influence on how content is
delivered. Besides learner factors, a textbook is an indispensible tool for teaching and learning. It
plays an extremely crucial part contributing to the success for second language learning. As
Graves (2000) said, a textbook is regarded as one of the many sources that teachers can make a
reference to create interesting and effective lessons and as a framework of guidance and
orientation. In case of shortage of teachers, textbook plays a role as a substitute and helps the
classroom in order. The way each chapter is designed and structured can be a direction of how
would the lesson be conducted (Hutchinson & Torres 1994). A textbook provides students with
security because they have a kind of a road map of the course and they know what to expect and
what is expected from them. A good textbook should provide users with necessary skills and

language is an instrument for generating what people need and want to say spontaneously, a great

not occur, what the book brings to users is meaningless and invalid. Lee (1997) found that
textbooks can also serve as a tool to motivate and stimulate learning a language. The learning
environment in which learners are motivated and feel happy and positive may increase the
language acquisition, then making language learning more effective. Moreover, Crawford (2002)
presented that a textbook must be a useful resource which supplies up-to-date information for
learners. A textbook will be effective if it contains the following: authentic and relevant contents,
clear and culturally sensitive visuals and graphics, and various learning styles. Also, it can
provide useful inputs for leaners to learn English language effectively. That means,

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comprehensive evaluation can investigate the actual usefulness and effectiveness of the inputs in
the English language textbook and its accompanying materials. Ellis (1997) said that a good

On the other hand, any textbooks must be used wisely by teachers because not all information
presented in the textbook fits all the classrooms in the same way. Some research showed that it is
extremely common to see ESL lecturers and professionals with textbooks in classrooms and that
they can be indispensable in some stage of their career (Byrd, 2001). To make the most effective
use of a textbook, however, teachers must decide which textbooks are appropriate for their needs.
A teacher needs to determine the extent to which a textbook focuses on and is aligned with a
coherent set of significant, age-appropriate student learning goals.
As a result of these, selecting a proper textbook for a class is an important task which must be
done.

2.2 The Needs for Textbook Evaluation

Nowadays, there is a variety of textbooks on the markets that can make book choice become
easier. However, choosing a textbook should be taken into account and need evaluating because
this can have a great impact on teaching and learning process. The evaluation should be
conducted continuously to ensure if the quality of the textbook fits the language teaching and
learning. Green (1926) & Mukundan (2007) argued that the quality of a textbook is so important
that it can determine the success or failure of a course. There are two other reasons for textbook
evaluation: evaluate the intention to adopt new course books and evaluate its points of strengths
and weaknesses. There is no perfect book. Hence, the purpose of textbook evaluation is to find
out weakness and strength existing in that textbook (Cunningsworth, 1995). Mukundan (2009)
also pointed two purposes of evaluation. The first is to select the textbook and the second is to
determine the effectiveness of the textbook while they are used. According to Ellis (1997),
textbook evaluation helps teachers evaluate the effectiveness of the

reason of Tomlinson (2003) suggested that although textbooks written by experts and
professionals are excellent at quality of organization and design, they tend to be short of quality
of creativeness and imagination. Cunningsworth (1995) stated that textbook evaluation helps
teachers to acquire useful, accurate, systematic, and contextual insights into the overall nature of
textbook material.
As a result of these, textbook evaluation is a task should be taken into account and be conducted
regularly to make in-time adjudgement.

2.3 Textbook Evaluation

So far, there have been many arguments on textbook evaluating. According to Cunningsworth
(1995) and McGrath (2002), the first normal process to evaluate a textbook is the impression it
makes on people. He presented that by looking quickly through a textbook from its cover to some
chapters, we can evaluate the textbook overview of its impression, design, structure, sequence
and quality. In general, if these issues meet the first requirement called impression, the textbook

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will be looked closely to enter the next step called in-
draw attention or
evaluation of choosing a textbook.
A process of evaluation, according to Cunningsworth (1995), there are three stages including pre-
use, in-use and post-use. Tomlinson (2003) explained pre-use evaluation can facilitate the
textbook selection process by gaining an impression. It makes prediction about potential value of

reliable because teachers scan a book quickly to gain an impression about its values. Pre-use
focuses on quickly analyzing these kinds of information of the book: objective, level, skills,
activities, topics, length and organization of units, target learners. However, this stage is very
important as it establishes potential suitability of a textbook. In-use evaluation can help examine
the suitability of the textbook while using them. In-use evaluation is more reliable than pre-use
evaluation because it can measure the effect of materials whist using them rather than just
predicting. As Ellis (1997) said, whist-
materials again, which activities work and which do not, and how to modify the materials to
make them more -use evaluation can help to asset the actual
validity of the textbook on the users and in future use in terms of short -term effects such as
-term effect such as durable learning
and application. This type of evaluation is useful for identifying the strengths and weaknesses
during the using of textbook (Urb, 1996).

3 EVALUATION METHOD
According to Cunningsworth (1995), the creation of extensive evaluation checklists by leading

Therefore, the author as a lecturer with three years working with this textbook uses
closed questions as a background to analyze
evaluation process and find out the strengths and weaknesses of listening parts of the textbook.

4 FINDINGS
Each unit in the textbook includes two listening texts which are called listening 1 and listening 2.
Listening 1 is a long conversation but listening 2 is usually a monologue. Before listening,
students go through the warm up, vocabulary preview, then listen for main ideas and listen for
details in each lesson of listening. After each listening lesson there are group discussion
questions.
In general, the textbook meets the criteria of evaluation process including pre-use evaluation, in-
use evaluation and post-use evaluation because it makes quick impressions on teachers and
learners in term of beautiful cover and illustrated photos, meaningful and practical contents,
appropriate activities with level and target of learners. The layout is very professionally presented

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and creates an impressive overview. This main format of the textbook is listening for main idea
and details; therefore, it ring a couple of units,
students . Also, the
speaking speed is medium fast and clear which helps students can catch up with the listening for
detail task. At the beginning of each lesson, there are some pictures and questions raised to warm

and understand each listening text. These are strengths of the textbook.
However, some limitations of the textbook have arisen. The activities of listening for main ideas
and for details are just around of true, false statements, choosing the correct answers, matching
and answering the questions which, on the one hand, help learners to be familiar with the
structure and improve listening skill; on the other hand, easily make learners feel bored and feel
nothing new and challenging. Moreover, although the content in general is interesting, it is
always a too long conversation or monologue. As a result, learners usually have diffiuculty in
listening for main idea. Also, the speaking speed in the listening is medium which is easy for
listeners to understand but it can make students fall asleep and be distracted. The textbook has
recorded material like CDs whose sound is very clear but there are no video materials.

5 CONCLUSION AND SUGGESTIONS

Based on findings and discussions, it can be concluded that regarding the presentation of listening
skill, the textbook was relevant to the evaluation criteria proposed by Cunningsworth (1995)
though no video materials might be a problem in making the listening more interesting. It might
be a good idea for publishers to provide video sources as supporting materials.
Although there are many listening activities, these kinds of activities focus on listening for main
ideas and details which sometimes cause difficulty for learners because any classes are made up
with a variety of levels. Therefore, there should be various listening tasks from easy to difficult in
order to sui
The results of this study make a variety of interesting suggestions and offer potential for further
research. First, it would be interesting to evaluate other textbooks based on evaluation criteria by
Cunningsworth (1995). Second, surveys, questionnaires, interviews that follow should be
conducted to get feedback from teachers and students who have actually used Q2: Skills for
success Listening and Speaking, and to have a full picture of the quality of the textbook.
Although the paper has already showed some strengths and weaknesses of the textbook, they are
not all. Therefore, the author hope there will be more evaluation research on this textbook to
facilitate teaching and learning.

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REFERENCES
[1] Byrd, P. (2001). Textbook: Evaluation for Selection and Analysis for Implementation. US:
Heinle & Heinle.
[2] Crawford, J. (2002). The Role of Material in the Language Classroom: Finding the Balance.
Retrieved September 21, 2018, from:
http://www.academia.edu/6300422/Crawford_J_Role_Materials_Text
[3] Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann Publishers
Lmt.
[4] Ellis, R. (1997). The Empirical of Evaluation of language teaching materials. ELT Journal
51 (1) 36-42.
[5] Graves, K. (2000). Designing Language Course, A Guide for Teachers. Boston. Heinle.
Cengage Learning.
[6]
Journal, 10(5), 259-269.
[7] Hutchinson, T. & Torres, E. (1994). The Textbook as Agent of Change. ELT Journal, 48
(4), 315 -28
[8] Lee, W. (1997). The Role of Material in Classroom Language Use. HongKong: The
University of Hong Kong.
[9] McGrath (2002). Materials Evaluation and Design for Language Teaching. Edinburgh:
Edinburgh Press.
[10] Mukundan, J. (2007). Evaluation of English Language Textbooks: Some Important Issues
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[11] Mukundan, J. (2009). ESL Textbook Evaluation: A Composite Framework. Germany.
Lambert Academic Publishing AG & Co. KG.
[12] l. 36/2, Oxford University Press.
[13] Richards, J. (2001). Curriculum Development in Language Education. Cambridge:
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[14] Snow, M. A., & Zwier, L. J. (2011). Q: Skill for Success Listening and Speaking 2. Oxford:
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 APPENDIX

COURSEBOOK EVALUATION CHEKLIST

YES NO

1. Are the contents of the textbook interesting and understandable?

2. Is the content of the textbook challenging enough to boost new learning?

3. Are the subject and contents motivating?

5. Is the layout and presentation clear?

6. Are illustrated photographs and pictures integrated into the topic?

7. Does the coursebook look interesting and fun?

8. Is there a variety of listening tasks in each unit?

9. Is the delivery speed of listening too slow?

10. Is the delivery speed of listening too fast?

11. Are there any video materials supporting listening?

12. Are the contents meaningful and practical in real-life?

13. Is the new vocabulary helpful in understanding listening tasks?

14. Does the textbook contain potential values in each unit?

15. Are learners encouraged to use the language creatively?

16. Are there any activities helping learners expose their ideas.

17. Are there activities for communicative interaction?

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